This qualitative case study examined how technology has been integrated and implemented in instruction and curriculum with regard to content, pedagogy, and technology. Although access to technology has increased significantly in K-12 schools in the past decade and a half, research indicates that actual usage in most classrooms involves low levels of cognitive demand (i.e., administrative tasks, drill and practice). The environment created by these typically teacher-centered methods is made even more potentially detrimental to student engagement and learning by the fact that most students are immersed in rich digital worlds outside of their schools. This study explored how urban schools purposefully identified as embracing technology have integrated it into their classrooms, implemented into their curriculum, and the extent to which technology integration has impacted teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]